Module 5: Sports

1. Module 5: Sports A special partnership between theGeorgia Department of Education and theEducational Technology Training Centers in support of the 8th Grade Physical Science Frameworks.

2. Georgia Performance Standards Framework for Physical Science – Grade 8 Unit: Sports Inquiry Task Physics of Football

3. Standards Content S8P3. Students will investigate relationship between force, mass, and the motion of objects. a. Determine the relationship between velocity and acceleration. Characteristics S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of—and keep—honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate. S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents. d. Decide what degree of precision is adequate, and round off appropriately. e. Address the relationship between accuracy and precision. S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures. b. Use appropriate tools and units for measuring objects and/or substances. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.  S8CS6. Students will communicate scientific ideas and activities clearly. b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols. c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal. S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:  b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.

4. Enduring Understandings: • Objects change their motion only when a net force is • applied. • Balanced forces result in an object remaining at rest or • moving at constant velocity. • Acceleration occurs when there is a change in velocity. • Essential Questions: • How do you know when you are moving? • What is the relationship between velocity and acceleration?

5. Pre-AssessmentUse a student response system to answer the following T/F questions. Acceleration happens when an object changes in velocity. Velocity is a similar concept to speed. An unbalanced force produces motion. An object moving at a constant velocity has balanced forces acting on it. An object at rest has balanced forces acting on it. Educational Technology Training Center

6. Game Plan • Divide students into small groups with a minimum of 1 advanced student in each group. • Distribute the Physics of Football handout. • Instruct students to complete the handout.

7. 3 Training Camp • Watch the introductory video on the Physics of Football • The Role of Equipment • Time for Training Camp • After watching the video, students will explore the following from the Training Camp webpage: • Speed and Velocity • Acceleration • Force

8. How can you demonstrate velocity and acceleration using a football field or open area that has been measured off in distance increments? Brainstorm ideas before you get sacked!

9. 4-Down Territory 1 What needs to be done? 2 How are you going to do it? 2 0 3 Which data is important? 4 Show me your results.

10. Touchdown!! • How can you further your experiment by demonstrating the effect • of increased or decreased mass on velocity and acceleration? • Diagram all of the forces that are affecting your experiment. • Based on what was learned, describe the body type and physical • attributes of an “ideal”: • Offensive Lineman • Defensive Lineman • Running Back • Quarterback

11. Teacher Reflection What were the “Big Concepts” in each activity? How will students make sense of these concepts? Discuss real-world examples that may reinforce students’ understanding. Homework, accommodations for students with disabilities, gifted students, ELL What other standards and elements might one introduce at this time to unify the concepts? What are some common student misconceptions and how can these activities facilitate the student’s proper conception and understanding?